| Title: |
DO COMMUNITY COLLEGE FULL-TIME AND ADJUNCT FACULTIES DIFFER IN THEIR PERCEPTIONS OF RIGOR IN ASSIGNING GRADES? |
| Authors: |
Schutz, Kelly R.; Drake, Brent M.; Lessner, Janet |
| Source: |
American Journal of Educational Studies; 2013, Vol. 6 Issue 2, p59-79, 21p |
| Subject Terms: |
COMMUNITY college faculty; GRADING of students -- Universities & colleges; ACADEMIC achievement; ACADEMIC motivation; GRADE inflation; COMMUNITY college students; CROSS-sectional method |
| Abstract: |
Studies reported in the higher education literature suggest reasons for rising grades but provide little to no empirical data about whether faculties' own perceptions of their rigor influence grade assignment. Rising grades can mask how little is learned while destroying the idea of merit in student performance, lowering instructor academic standards, lessening student motivation, and creating student entitlement in wanting higher grades. The purpose of this quantitative, empirical study using a cross-sectional survey and survey research approach was to examine and compare data from 445 full-time and 1,114 adjunct faculty members on campuses of a Midwestern community college to determine if there are differences in perceptions of rigor as a factor influencing grade assignment. The examination of faculty role and its connection to rigor as a factor influencing grade assignment provides for an understanding of a set of core concepts and meaning about the phenomenon of grade inflation in higher education. Role theory accounts for the interactions between individuals in organizations by focusing on the roles they play while understanding how faculty behavior, such as use of rigor in assigning grades, is influenced by role expectations. Findings indicated both community college faculty groups reported upholding rigorous teaching standards despite sometimes raising grades higher than what a student earned. Full-time faculty reported higher rigor of grading standards than adjunct faculty although there were no significant differences between the groups in self-reported grade inflation. This study contributes and adds value to the higher education literature by demonstrating adjunct faculty differing from full-time faculty in their perceptions of rigor in assigning grades during the course and final grades. Administrators are encouraged to ensure that all faculty members have access to resources in order to improve educational practices related to course integrity and grade assignment. [ABSTRACT FROM AUTHOR] |
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| Database: |
Complementary Index |